1

YEAR

TERM

Range
Fiction and poetry: stories with familiar settings; stories and rhymes with predictable and repetitive patterns. Non-Fiction: signs, labels, captions, lists, instructions.

Word level work:

Phonics, spelling and vocabulary Pupils should be taught:

Sentence level work:

Grammar and punctuation Pupils should be taught:

Text level work:

Comprehension and composition Pupils should be taught:

Phonological awareness, phonics and spelling

1 from YR, to practise and secure the ability to rhyme, and to relate this to spelling patterns through: exploring and playing with rhyming patterns; generating rhyming strings, e.g. fat, hat, pat; 2 from YR, to practise and secure alphabetic letter knowledge and alphabetic order; 3 from YR to practise and secure the ability to hear initial and final phonemes in CVC words, e.g. fit, mat, pan; 4 to discriminate and segment all three phonemes in CVC words; 5 to blend phonemes to read CVC words in rhyming and nonrhyming sets; 6 to represent in writing the three phonemes in CVC words, spelling them first in rhyming sets, then in non-rhyming sets;

Grammatical awareness
1 to expect written text to make sense and to check for sense if it does not; 2 to use awareness of the grammar of a sentence to decipher new or unfamiliar words, e.g. predict text from the grammar, read on, leave a gap and re-read; 3 to draw on grammatical awareness, to read with appropriate expression and intonation, e.g. in reading to others, or to dolls, puppets; 4 to write captions and simple sentences, and to re-read, recognising whether or not they make sense, e.g. missing words, wrong word order;

Fiction and poetry

Reading comprehension
1 to reinforce and apply their word-level skills through shared and guided reading; 2 to use phonological, contextual, grammatical and graphic knowledge to work out, predict and check the meanings of unfamiliar words and to make sense of what they read; 3 to notice the difference between spoken and written forms through re-telling known stories; compare oral versions with the written text; 4 to read familiar, simple stories and poems independently, to point while reading and make correspondence between words said and read; 5 to describe story settings and incidents and relate them to own experience and that of others; 6 to recite stories and rhymes with predictable and repeating patterns, extemporising on patterns orally by substituting words and phrases, extending patterns, inventing patterns and playing with rhyme; 7 to re-enact stories in a variety of ways, e.g. through roleplay, using dolls or puppets;

Sentence construction and punctuation

5 to recognise full stops and capital letters when reading, and name them correctly; 6 to begin using the term sentence to identify sentences in text; 7 that a line of writing is not necessarily the same as a sentence; 8 to begin using full stops to demarcate sentences; 9 to use a capital letter for the personal pronoun I and for the start of a sentence.

Word recognition, graphic knowledge and spelling

7 for guided reading, to read on sight high frequency words specific to graded books matched to the abilities of reading groups; 8 to read on sight other familiar words, e.g. childrens names, equipment labels, classroom captions; 9 to read on sight approximately 30 high frequency words identified for Y1 and Y2 from Appendix List 1; 10 to recognise the critical features of words, e.g. length, common spelling patterns and words within words; 11 to spell common irregular words from Appendix List 1;

Writing composition
8 through shared and guided writing to apply phonological, graphic knowledge and sight vocabulary to spell words accurately; 9 to write about events in personal experience linked to a variety of familiar incidents from stories; 10 to use rhymes and patterned stories as models for their own writing; 11 to make simple picture storybooks with sentences,

Vocabulary extension
12 new words from reading and shared experiences, and to make collections of personal interest or significant words and

2/98

20

words linked to particular topics;

Handwriting
13 to develop a comfortable and efficient pencil grip; 14 to form lower case letters correctly in a script that will be easy to join later.

modelling them on basic text conventions, e.g. cover, authors name, title, layout;

Non-fiction

Reading comprehension
12 to read and use captions, e.g. labels around the school, on equipment; 13 to read and follow simple instructions, e.g. for classroom routines, lists for groups in workbooks;

Writing composition
14 to write captions for their own work, e.g. for display, in class books; 15 to make simple lists for planning, reminding, etc.; 16 to write and draw simple instructions and labels for everyday classroom use, e.g. in role play area, for equipment.

2/98

21

1
YEAR
2

TERM

Range
Fiction and poetry: traditional stories and rhymes; fairy stories; stories and poems with familiar, predictable and patterned language from a range of cultures, including playground chants, action verses and rhymes; plays. Non-Fiction: information books, including non-chronological reports, simple dictionaries.

Word level work:

Phonics, spelling and vocabulary Pupils should be taught:

Sentence level work:

Grammar and punctuation Pupils should be taught:

Text level work:

Comprehension and composition Pupils should be taught:

Phonological awareness, phonics and spelling

1 to secure identification, spelling and reading of initial, final and medial letter sounds in simple words; to investigate, read and spell words ending in ff, ll, ss, ck, ng; 3 to discriminate, read and spell words with initial consonant clusters, e.g. bl, cr, tr, str Appendix List 3: to discriminate, read and spell words with final consonant clusters, e.g. nd, lp, st; to identify separate phonemes within words containing clusters in speech and writing; to blend phonemes in words with clusters for reading; to segment clusters into phonemes for spelling;

Grammatical awareness
1 to expect reading to make sense and check if it does not, and to read aloud using expression appropriate to the grammar of the text; 2 to use awareness of the grammar of a sentence to decipher new or unfamiliar words, e.g. predict text from the grammar, read on, leave a gap and re-read; 3 to predict words from preceding words in sentences and investigate the sorts of words that fit, suggesting appropriate alternatives, i.e. that make sense;

Fiction and Poetry

Reading comprehension
1 to reinforce and apply their word-level skills through shared and guided reading; 2 to use phonological, contextual, grammatical and graphic knowledge to work out, predict and check the meanings of unfamiliar words and to make sense of what they read; 3 to choose and read familiar books with concentration and attention, discuss preferences and give reasons; 4 to re-tell stories, giving the main points in sequence and to notice differences between written and spoken forms in retelling, e.g. by comparing oral versions with the written text; to refer to relevant phrases and sentences; 5 to identify and record some key features of story language from a range of stories, and to practise reading and using them, e.g. in oral re-tellings; 6 to identify and discuss a range of story themes, and to collect and compare; 7 to discuss reasons for, or causes of, incidents in stories; 8 to identify and discuss characters, e.g. appearance, behaviour, qualities; to speculate about how they might behave; to discuss how they are described in the text; and to compare characters from different stories or plays; 9 to become aware of character and dialogue, e.g. by roleplaying parts when reading aloud stories or plays with others; 10 to identify and compare basic story elements, e.g. beginnings and endings in different stories; 11 to learn and recite simple poems and rhymes, with actions, and to re-read them from the text;

Sentence construction and punctuation

4 to recognise full stops and capital letters when reading and understand how they affect the way a passage is read; 5 to continue demarcating sentences in writing, ending a sentence with a full stop; 6 to use the term sentence appropriately to identify sentences in text, i.e. those demarcated by capital letters and full stops; 7 to use capital letters for the personal pronoun I, for names and for the start of a sentence.

Word recognition, graphic knowledge and spelling

4 for guided reading to read on sight high frequency words specific to graded reading books matched to the abilities of reading groups; 5 to read on sight other familiar words, e.g. childrens names, equipment labels, classroom captions; 6 to read on sight approximately 30 more high frequency words from Appendix List 1; 7 to recognise the critical features of words, e.g. length, common spelling patterns and words within words; 8 9 to investigate and learn spellings of words with s for plurals; to spell common irregular words from Appendix List 1;

Vocabulary extension
10 new words from reading and shared experiences and to make collections of personal interest or significant words and words linked to particular topics;

2/98

22

Handwriting
11 to practise handwriting in conjunction with spelling and independent writing, ensuring correct letter orientation, formation and proportion, in a style that makes the letters easy to join later.

Writing composition
12 through shared and guided writing to apply phonological, graphic knowledge and sight vocabulary to spell words accurately; 13 to substitute and extend patterns from reading through language play, e.g. by using same lines and introducing new words, extending rhyming or alliterative patterns, adding further rhyming words, lines; 14 to represent outlines of story plots using, e.g. captions, pictures, arrows to record main incidents in order, e.g. to make a class book, wall story, own version; 15 to build simple profiles of characters from stories read, describing characteristics, appearances, behaviour with pictures, single words, captions, words and sentences from text; 16 to use some of the elements of known stories to structure own writing;

Non-Fiction

Reading comprehension
17 to use terms fiction and non-fiction, noting some of their differing features, e.g. layout, titles, contents page, use of pictures, labelled diagrams; 18 to read non-fiction books and understand that the reader doesnt need to go from start to finish but selects according to what is needed; 19 to predict what a given book might be about from a brief look at both front and back covers, including blurb, title, illustration; to discuss what it might tell in advance of reading and check to see if it does; 20 to use simple dictionaries, and to understand their alphabetical organisation; 21 to understand the purpose of contents pages and indexes and to begin to locate information by page numbers and words by initial letter;

Writing composition
22 to write labels for drawings and diagrams, e.g. growing beans, parts of the body; 23 to produce extended captions, e.g. to explain paintings in wall displays or to describe artefacts; 24 to write simple questions, e.g. as part of interactive display (How many?, Where is your house?); 25 to assemble information from own experience, e.g. food, pets; to use simple sentences to describe, based on examples from reading; to write simple non-chronological reports; and to organise in lists, separate pages, charts.

2/98

23

1
YEAR
3 5

TERM

Range
Fiction and poetry: stories about fantasy worlds, poems with patterned and predictable structures; a variety of poems on similar themes. Non-Fiction: information texts including recounts of observations, visits, events.

Word level work:

Phonics, spelling and vocabulary Pupils should be taught:

Sentence level work:

Grammar and punctuation Pupils should be taught:

Text level work:

Comprehension and composition Pupils should be taught:

Phonological awareness, phonics and spelling

1 the common spelling patterns for each of the long vowel phonemes: ee ai ie oa oo (long as in moon) Appendix List 3: to identify phonemes in speech and writing; to blend phonemes for reading; to segment words into phonemes for spelling;

Grammatical awareness
1 to expect reading to make sense and check if it does not; 2 to use awareness of the grammar of a sentence to decipher new or unfamiliar words, e.g. predict text from the grammar, read on, leave a gap and re-read; 3 to read familiar texts aloud with pace and expression appropriate to the grammar, e.g. pausing at full stops, raising voice for questions; 4 about word order, e.g. by re-ordering sentences, predicting words from previous text, grouping a range of words that might fit', and discussing the reasons why;

Fiction and Poetry

Reading comprehension
1 to reinforce and apply their word-level skills through shared and guided reading; 2 to use phonological, contextual, grammatical and graphic knowledge to work out, predict and check the meanings of unfamiliar words and to make sense of what they read; 3 to notice the difference between spoken and written forms through re-telling known stories; compare oral versions with the written text; 4 to read with sufficient concentration to complete a text, and to identify preferences and give reasons; 5 to re-tell stories, to give the main points in sequence and to pick out significant incidents; 6 to prepare and re-tell stories orally, identifying and using some of the more formal features of story language; 7 to use titles, cover pages, pictures and blurbs' to predict the content of unfamiliar stories; 8 to compare and contrast stories with a variety of settings, e.g. space, imaginary lands, animal homes; 9 to read a variety of poems on similar themes, e.g. families, school, food; 10 to compare and contrast preferences and common themes in stories and poems; 11 to collect class and individual favourite poems for class anthologies, participate in reading aloud;

Word recognition, graphic knowledge and spelling

2 to read on sight high frequency words specific to graded books matched to the abilities of reading groups; to read on sight other familiar words; 4 to read on sight approximately 30 more high frequency words from Appendix List 1; to recognise words by common spelling patterns; 6 to investigate and learn spellings of verbs with ed (past tense), ing (present tense) endings; 7 to spell common irregular words from Appendix List 1;

Sentence construction and punctuation

5 other common uses of capitalisation, e.g. for personal titles (Mr, Miss), headings, book titles, emphasis; 6 through reading and writing, to reinforce knowledge of term sentence from previous terms; 7 to add question marks to questions.

Vocabulary extension
8 new words from reading and shared experiences, and to make collections of personal interest or significant words and words linked to particular topics; 9 the terms vowel and consonant;

Handwriting
10 to practise handwriting in conjunction with spelling (above) and independent writing, ensuring correct letter orientation, formation and proportion, in a style that makes the letters easy to join later.

Writing composition
12 through shared and guided writing to apply phonological, graphic knowledge and sight vocabulary to spell words accurately;

2/98

24

13 to write about significant incidents from known stories; 14 to write stories using simple settings, e.g. based on previous reading; 15 to use poems or parts of poems as models for own writing, e.g. by substituting words or elaborating on the text; 16 to compose own poetic sentences, using repetitive patterns, carefully selected sentences and imagery;

Non-Fiction

Reading comprehension
17 to recognise that non-fiction books on similar themes can give different information and present similar information in different ways; 18 to read recounts and begin to recognise generic structure, e.g. ordered sequence of events, use of words like first, next, after, when; 19 to identify simple questions and use text to find answers. To locate parts of text that give particular information including labelled diagrams and charts, e.g. parts of a car, what pets eat, clothes that keep us warm;

Writing composition
20 to write simple recounts linked to topics of interest/study or to personal experience, using the language of texts read as models for own writing. Make group/class books, e.g. our day at school, our trip to; 21 to use the language and features of non-fiction texts, e.g. labelled diagrams, captions for pictures, to make class books, e.g. What We Know About, Our Pets; 22 to write own questions prior to reading for information and to record answers, e.g. as lists, a completed chart, extended captions for display, a fact file on IT.

2/98

25